Y ee ae Collins Ne Cambridge IGCSE™ yee Technology STUDENT’S BOOK ei Also for Cambridge 0 Level - ey a. a ea SIV a laa rm ON iat oa 1-1 Omen Malle Lali Matt McLain, Stewart Ross, David Wooff| — Contents Introduction... 1+ Getting started 12 Design ideas and techniques... 1-3 Making. 1-4 Evaluation, 1-5 Health and safety. 166 Use of technology wnrenemennrnnn 63 1-7 Design & Technology in society . 2 18 Product design application... 78 1-9 Environment and sustainability 101 Graphic Products. . 108 2-1 Formal drawing techniques. 110 2:2 Sectional views, exploded drawings and assembly drawings 115 2:3 Freehand drawin 120 2-4 Drawing basic shapes wun. alla 2:5 Developments.. 27 2:6 Enlarging and reducing. 4 130 2-7 Instruments and drafting aids sw 134 2-8 Layout anid planning 136 29 Presentation wu. 139 2-10 Data graphics 144 2:11 Reprographics... snes AB, 2:12 Materials and modelling... wee 50 24BICT, 156 2-14 Manufacture of graphic products u.-159 Resistant Materials... 3-1 Types of materials .nnu 3:2 Smart and modern materials... 170 3-3 Plastics 3-4 Wood 3-5 Composites ... 3°6 Metals 317 Preparation of materials .. 3-8 Setting and marking out. 39 Shaping. 210 222 3-10 Joining and assembly. 3-11 Finishes... Systems and Control . 4-1 Systems 4-2 Structures... 4-2-1 Basic concepts. 42:2 Types of frame structure members..237 4-23 Strengthening frame structures 4-2-4 Nature of structural members.. 4:2:5 Applied loads and reactions 4-2-6 Moments... 4-2-7 Materials... 4-28 Testing 4-2-9 Joints in structures 4-210 Force: 4-3 Mechanisms 4-3-1 Basic concepts. 4-3-2 Conversion of motion... 4-3-3 Transmission of motion 43-4 Energy 4:3°5 Bearings and lubrication 4-4 Electronics. Ar Basic CONCEDES nnn 4-4-2 Circuit building techniques. 4-4°3 Switches. 4-4-4 Resistors 4-45 Transistors 4-46 Diodes 4647 Transducers... 4-4-8 Capacitors. 449 Time delay circuits. 4-4-10 Logic gates and operational amplifiers. Section 5 The Project. Glossary... 359 index.. 366 Acknowledgements 373 ‘CONTENTS:INTRODUCTION Introduction Design & ‘Technology has many applications for everyday life. For example, the design process requires problem solving skills that can be applied to any problem you encounter. Design & Technology is a very ‘real world’ subject — everything manmade around you has been designed, from the chairs you sit on to the pens and pencils you write with. As you learn about each of the topics in this book, try to relate them to the products, materials and systems you see and use on a daily basis. Looking closely at familiar, everyday products in this way will not only help you to develop your Design & Technology skills, but will also make the course more interesting and enjoyable. After working through the contents of this book, you will have a good understanding the principles of Product Design. You will also look at either: Graphic Products, Resistant Materials or Systems and Control in more depth as a specialism. You will learn about specific materials, their properties, how they are made, and the processes used to manipulate their shapes and size, in order to turn them into useful designs. The book is organised into the following sections Section 1: Product _| This section examines the role of the designer, the design process, health and Design safety, design and the environment, design application and design in society. Section 2: Graphic | Here you will leam how to communicate your ideas effectively. You will develop a Products number of techniques, from improving your formal drawing skills and understanding the importance of modeling prototypes, to using Computer Aided Design (CAD) and ICT to develop and present ideas quickly and easily Section 3: Resistant This looks at a broad range of materials, techniques, tools, equipment, methods Materials and processes. This section will help you to develop your understanding of both the physical and working properties of a range of woods, metals and plastics. Section 4: Systems _ | ‘This section looks closely at structures, mechanisms and electronics, and how and Control these technological areas can be linked together to design controllable systems Section 5: The This focusses on a designing and making activity, based on one of the Project specialisms above. This will be submitted as your coursework. The project allows you to explore materials, be creative, apply critical thinking, analyse and produce an outcome to solve a problem. ‘This book has some very useful features that have been designed to help you understand all the aspects of Design & Technology that you will need to know as you work through the course, ‘These are shown on the next page Throughout the course you will be required to demonstrate your knowledge and understanding of the theories and techniques, facts, terms and concepts included in the book. You will also need to demonstrate an understanding of the wider application of Design & and evaluate products in terms of ‘Technology, plus an ability to analys their design and productionWe hope you enjoy the course and that you find this book a useful and valuable companion on your Design & ‘Technology journey of discovery. Good luck! Learning Objectives cover what you need to learn in each topic. Top Tips include practical advice on how to develop key sil. ‘You can develop the skill you need to succeed by doing the Skills Activity tasks Design in Action case studies provide inspiring reab-life examples of Design & Technology in action. Key Terms boxes explain technical or dificult terms. These words are in bold and are also found in the Glossary at the back of the book. Reflective Logs encourage you 10 look back over what you have learnt and consider whether there is anything you could do differently or should re-visit, Each topic concludes with Knowledge Check questions that test your understanding of the main concepts you have learnt, The numbers in brackets show the number of points available for each question. INTRODUCTIONWherever you are in the world, you are surrounded by items that are estan erento a eer Mentone cee Roseanne disciplines, suich as science, art, mathematics, engineering and technology, to make products that can be sold to customers. Product Cesram acer meen ee RU SoU a eI Ce ene Udo Nei ntree te etary Designers generally follow a systematic process when creating and Pra Mace ey sea metres ey AIM UCMUIaU enn eS eon een arent who the new product is for. Once this task is complete they can start the interesting and creative element of the process, which is to come up with new ideas. These ideas need to be evaluated continually until they are ready to be made into models, prototypes and, eventually, Ret etm Eat est sO es Oren enna Reva ce ene eMac er mate eet it into a product that is marketable, is an interesting and challenging POCO et Rome enn om enero arene Ia tents This section forms the core clement of the IGCSE Design & Fearon nectar at Ce eer One mC conc eT Ce eee tent erate that designers must consider when they are designing a product OA reese rs © What do you do with a design specification? © Why is research an important aspect of designing: © What types of media are used for presenting ideas to different clients? OOO N oe ence nm nannies te Ore MM t ney an eteerah cree © What moral and ethical responsibilities do designers have? CAN neces ereesteas 4-1 Getting started SMe rosrant een Co Ines coc MU ETSI SP Ee SEs en ere SE Ucn nee roy sb Deena eC ren So ne eat ore eon a Reon eRe rar biiisyPRODUCT DESIGN 1-1 Getting started 1-1-1 Observing a need LEARNING OBJECTIVES By the end of this section you should: understand a design need or situation 7 understand the importance of having a client. DESIGN NEED Most aspects of design are pushed by commercial & economic desires by companies to make money. However, this is not always the case. Many designers and inventors are driven because they are dissatisfied by existing products and wish to improve them: they want to help other people, or they use new technology and science to create products that may make our lives easier. Designers are individuals or groups that are creators of products. They may work for small companies or they may work as part of a large multinational organisation, Designers usually make their products for a client. A client is usually a company or an entrepreneur who may finance a new product. The starting point for designers’ work often comes from two areas: cither a need/situation for a new product that will solve a particular problem, or to develop an existing design/product to improve on an old one. The finished product is often called the outcome. Designers also have to be clear about who they are designing for. A term used for this is the end user. Designers work with their client to establish a design brief. ‘This is usually the starting point of the design process. In school, an example of a problem may be that your school librarian (client) requires a seat (outcome) for a particular area of your school library for students (user) to use. Seating is not new but this need is a specific seat for a specific place Often, the best, products come from a genuine problem or need, For example, producing book stands for a new library in school or designing an electronic scoring device for team sports like basketball. This can be cither a new solution or the development of an existing product for a particular client or user. ‘There are products, systems and environments all around us that could be improved or have particular issues that could be solved. Some themes may include:| « problems in your home 6 sorting out and organising a desk «@ sport and recreation 6 equipment storage @ support for specific user groups © aids to support domestic tasks « safety o signage and instructions @ pets and animals © creating a play gym for small pets {\ Acommon problem at home and work is & messy desk THE IMPORTANCE OF A CLIENT AND USER OR USER GROUP When you have a theme, need, problem or situation you will need to analyse it in detail to understand it fully. If you do this properly you will have a real understanding of the issues and constraints involved It is best to have a client you are designing for who ean engage in the process and give you genuine insight and feedback on your work and analysis. It is also good to have a target market or user group in mind. This will be the end user or main customer for the product you are designing, Take your time to discuss your thoughts with your teacher, client and the end user. A quick brainstorm is a good way of putting down on paper your initial thoughts and findings: Who is i client? age 4 / Loose pieces Ucer/Client requirements \ 4 Interests Chemicals used t Power/Energy a Environment / / Pollutants / Safety Normal materials Quality ~_ _ Anthropometrics Style ~ Market Ma , Aesthetics What is / what \ How does it work? \ it made —_Lormponents? ; i, Shape ‘rome fe \ uncon Colour Material \ i What does it do? / \ Single or multiple functions? styling How is it made? ‘A.A brainstorm based around the theme of lighting 11 GETTING STARTEDPRODUCT DESIGN aia When creating a brief and looking for opportunities, it helps to have a theme that you are genuinely interested in Look at this photograph In the image, you may see many problems to solve, Ask yourself: © what is the problem? * why do we have this problem? # who does the problem involve? # how could I make it better? This container is full of multiple leads from mobile devices. client: the person or company you are working for to create a solution design brief: a statement of your design intent or a description of what the product will be like design process: logical problem-solving process of designing a product end user: someone who uses or will use your product feedback: information and opinions about the work or product from people who have seen or used it life cycle: all the stages of a product’ existence from its design and creation, through its use, to the end of its ‘life’ outcome: the final project or product suste ability: the ability of materials to be used wisely with litte or no negative impact on the environment target market: the group of people you hope will use your product User group: the type of people who use or will use your productrt” ~~ 4-1-2 Design brief and specification LEARNING OBJECTIVES By the end of this section you should 7 understand the importance of a design brief and what it should include be able to analyse the brief to fully understand what you need to do. DESIGN BRIEF Once you have a clear idea of the problem or situation you would like to solve it is time to write a design brief with your client. This is the first stage of the design process. Working closely with the client is important in order to get a full understanding of what is required. The design brief is a statement that sets out what you would like to design and make, The brief may include details such as what the problem is where the problem is the function of the product who is going to use your product how often and when the product will be used what type of product you are going to design and make what materials will be used * health and safety considerations. You may add other key points driven by further analysis of the problem. Here is another example of a design brief using a Chinese New Year theme: Design briet fam going o design and make a piece of moder jewellery for imy cousin who will be celebrating Chinese New Year very soon, ‘The jewellery willbe worn when she meets fami in the fist days of this cultural celebration. Traditionally people wear red clothing during this time and she would lke a piece of jewellery to complement her outfit Once your brief is established, it will need to be analysed so everyone has a full understanding of what will be designed. A very useful task is, P's analysis, or marketing mix. Consider the following: * people: the users of the product and those involved with the project * places: where the product is going to be used 1.1 GETTING STARTEDPRODUCT DESIGN * properties: style, finish and materials to be used © products: availability of similar products on the market now © price: selling price * process: the process needed to produce and distribute the product * physical evidence: ways in which the product ean be demonstrated or shown to the target market before they purchase * promotion: how the product will advertised to the target market SPECIFICATION ‘The specification is a document that develops the brief. It contains the key points that have been researched about the problem, and any observations from discussions with the client and user or user groups. In addition, any other initial research is included to help guide the specification. It is usually a very detailed document, and it is very important as itis the basis for the designs. Sometimes designers produce an initial specification, which lists key constraints, and then develop this into a full specification later. Once the specification is set, designers will check it at regular intervals to make sure they do not deviate from the original brief: Specification + Function ~ What the product does. It may have several functions. (Brie? Analysis/Situation Analysis) A gerformance — How wel it performs its functions (Brief Analysis/Situation Analysis/Focus Group) + Market — What makes the product appropriate for the target market? (Focus group/Questionnaires/Product Analysis) + Aesthetics — What aesthetic qualities will the product need to have? (Situation Analysis/Focus Group/Questionnaire/ Product Analysis/Aesthetic Influences) + Quality — Define the quality levels that aspects of the product will need to achieve A Specification: (Situation Analysis/Focus Group/Product Analysis) + is.a list of requirements + sets out the key features + Safety ~ What factors will make the product ‘safe’? of a product (Focus Group/ Product Analysis/Safety Research) « isa series of bullet points + is clear and succinct + Environment ~ How can the product be produced with ie preci ee taintmal effect on the entironment? Ear ed (Materiats/Finishes/ Manufacturing/Assernbly) ,, Uabawiherarar pasts + is the criteria for evaluation « tp used throtghoat the design process. + Material Properties — What properties do the materials used in the product need to have? (Situation Analysis/Focus Group/ Product Analysis) + Size ~ What ave the key sizes important for this product, including anthropometric data? (Product Analysis’ Anthropometrie Data) + Cost — How important is cost to the elient/target market? (Situation Analysis/Focus Group/ Questionnaires) + Packaging ~ What must the packaging achieve? (Brief Analysis/Situation Analysis/Packaging Research) ‘A An example of a specificationWhen creating a specification, a good starting point would be to use the CAFEQUE or ACCESSFM. Both of these provide many of the points a designer must consid Pe | | Aestheties Appear: Customer Function Cost Ergonomics Ergonomics Quality Size User Safety Function Environment _ | Manufacture constrai something that may limit aspects of your design research: the process of gathering new information about something specification: a list of key points describing the construction, materials and appearance etc. that your design must have 1:1 GETTING STARTED1-1-3 Research ! LEARNING OBJECTIVES By the end of this section you should 7 be able to put together a research plan 7 be able to identify different research methods 7 be able to identify constraints imposed by knowledge resources and external sources + be able to gather, order and assess information relevant to the solution 7 be able to produce and interpret data (for example, diagrams, flow charts, graphs, test results). THE IMPORTANCE OF RESEARCH IN DESIGN ‘An important part of the design process is the initial research a designer does to collect all the relevant information they need in order to create a new product. This information forms the foundation of the development of any new product and is a vital part of the design development system, Research can be time-consuming and often only a small portion of the research is actually used in the final design process, as much of the research is sometimes irrelevant or not appropriate. Brainstorming is a useful starting point and itis helpful to get some initial thoughts down on paper. Re¥earch is often carried out by market research companies who invest a great deal of money and time in discovering exactly what people want. They do this in various ways, including interviewing people and using surveys. Surveys can be done over the internet, by telephone, in person or via post. The types of information collected can be quantitative and give data to analyse, or qualitative where opinions are sought. This research helps designers to develop new products and improve existing ones. ORGANISING RESEARCH Research needs to be gathered, ordered, analysed and presented. Make sure the research is useful to your theme/brief and specification and discard irrelevent or useless information All sections of thie research must be evaluated and conclusions drawn from each different type of research (for example, observation, data collection, user interview, product analysis). At the end of each piece of research, create a box and write in your conclusions/summary (see example over the page) | ‘There are two distinct types of research Primary research is where you carry out the research and collect the | data and information for yourself. It may include: } PRODUCT DESIGN * looking at existing or similar products and comparing them | * looking at how existing products are manufactured and assembled © discussing the problem further with your client and/or user groupbroadl ¢ observing the user group specifically with similar products © looking at what materials are available ® finding out which processes you have access to in school ® looking at the sizes of people; for example, seating height © measuring dimensions of fixtures and fittings © measuring dimensions of items that are linked to your proposed product « deciding on the finishes available to you. 1y observing similar products being used by the general public Secondary research is where you gather information from other people. The source is not your own. For example © designers’ work © magazines @ data books ¢ internet # anthropometric (people size) data It is also important to note that research is carried out throughout the process of designing as well a: It is very important to plan, Clearly define which research ta at the outset. working through each task, An example is given below: to be completed and start Research tasks Why? | How? | Find out how much the client To be aware of potential Interview and questionnaire will pay for the lamp. | budget. Find out where the lamp will beused. To design a lamp to meet a | room theme or style. Interview and questionnaire Find out what the different packaging methods are. | To find out what is the most | suitable style of packaging for the product. Internet and books | Find out what the different types of light fittings are. Find out which materials are most environmentally friendly for the product. To fully understand the ‘types of light fitting available and most: suitable for the task. sustainable. T To try and make the product Internet and books | Internet and books Find out what safety issues need to be considered. Customer safety and safety in manufacture. Internet and books A research plan is a good method of larifying the task you need to complete. For cxample, what do you need to do, how you are going to do it, and where do you need to get the necessary information from? 4.1 GETTING STARTEDPRODUCT DESIGN EXISTING PRODUCTS AND PRODUCT ANALYSIS An important stage in the design process is research into existing products. Designers need to investigate and analyse products and ask the question, ‘Can | improve the design in any way? If so, how? When looking at an existing product, the following needs to be taken into consideration: ‘4 Example questions to consider when analysing existing products Looking at the work of other designers, both past and present, can be very good inspiration. However, care must be taken not to copy or plagiarise other people’s work When carrying out primary and secondary research you often realise that there can be constraints or limitations on your designs. For example, if you are looking at lighting design you may'only have access to a specific bulb holder, which would limit your options Ic is important to consider all your constraints and limitations, so make a list of these before you start designing[ane ee cal? 1A Above is an example of a student's portfolio sheet showing the disassembly of an existing product and research into other products of that type. (Please note that the student has spelt ‘disassembly’ incorrectly. You ‘rigst ensure that you spell words correctly in your work.) KNOWLEDGE CHECK Young people often carry many items in their bags when they go to school and walk to their classrooms, ‘A designer has been asked to design an alternative carrying system for young people. 1. List four functions the designer must consider for this product. @ 2. List six types of research the designer could carry out to fully understand the problem, (6) anthropometrics data: information about the measurements and properties of the human body (for example hand sizes of 15-year-olds) brainstorming: the process of pulling apart an idea, theme or problem in order to analyse it, discuss it and to generate new ideas finish: a substance that is used to produce the protective layer or texture colour for the surface of a product to make it last and look good primary research: new research that you carried out yourself qualitative data: information in the form of opinions quantitative data: information that can be easily expressed and analysed in a numerical form secondary research: research based on other people's work surveys: a set of questions asked to the public or to user groups in order to gather specific information to help develop products and services 1-1 GETTING STARTEDPRODUCT DESIGN 1-1-4 Initiating and developing ideas, and recording data LEARNING OBJECTIVES By the end of this unit you should 7 be able to extract relevant information from sources interpret and record information and data DATA ANALYSIS AND INTERPRETATION It is extremely important to be able to take all your research findings and extract the most relevant information that relates to your design brief and specification. When gathering research it is common to have piles of information and data that may not fully relate to your problem or opportunity. This does not mean it is not important; it simply may not be relevant at this stage. For example, you may have gathered information about a range of products that are already for sale on the market. The products may be made from a wide range of materials but you are going to use a specific material. It does not mean the other products are not relevant, as details such as styling and fixings may be useful ‘The data and information you are interpreting may be in the form of © questionnaires to gather information about potential users of the product you will design * interviews with users of a product * observations of people using a product periments and testing of materials, finishes and working products * disassembly of existing products to see how they are made * testing products for durability, function and ease of use. ee ‘There may be many more forms of information that you have gathered, but the key is to take what is useful and relevant to your project and problem, and leave what is not. This may seem like a waste of valuable time but, by putting some information aside, you do have to think about what is not relevant to the design or problem. This is part of the design process,and will ensure you have a full understanding of the problem and situation. Once you have a full understanding and all the information available, you are in a position to start the fun activity of creating solutions. There needs to be evidence of primary and secondary research. However, primary is often more usefulYK This diagram demonstrat the possible range of resources available to the designer. Can you think of any more to add to the diagram? Technicians Specials Books: Ay teachers __inspiration/reference \ 4 Peers Users/user groups x isi «1a \ Sf castors NN Pp: ts/fami Client / \ arentsfamily brary f \ J \ Exper's Knowledge wagazines! wererspace stakeholders journals | (ply website) \ | Foovs groups Engines coerists PraIpSee ie Visits/excursions <— practical/technical ots > Testing/evaluating products oe TAOrK 1 | Social mediaknowledge ! 4 Software \ Lots of ~ aii rovoar iaborsory 7 spaton Tea seat / \ internet \ , Basic drawing Materials \Gonetrocilon equipment \ wis t | ‘Set squares I ‘ ee Modeling Product research es TE teat toes is | , boards / \ Je wom | \ Compass | set Y Rendering Coloured ~~ Modelling French curves pens/markers pencils materials 4:1 GETTING STARTEDPRODUCT DESIGN _ 1-2 Design ideas and techniques 1-2-1 Generating possible ideas LEARNING OBJECTIVES By the end of ths unit you should 7 be able to generate and record a range of design ideas 7 be able to identify what resources are needed to solve problems. GENERATING DESIGN IDEAS At this stage of the process designers will have a very clear idea of the design problem. They will have discussed the problem with a client and potential users, undertaken some research into the problem, interpreted any data that has been gathered, and then written a design specification for a possible solution: Next, designers will start generating a wide range of imaginative preliminary ideas for what the solution may look like and, if itis a system (for example, electronic or mechanical), what itis supposed to do. This is an extremely important and fundamental part of designing as it allows the designer to demonstrate creativity in solving problems Itis also a lot of fun! Ideas are often freehand and manually drawn but can also be digitally produced. These initial ideas are usually quick outline ideas and a good way of communicating thoughts and ideas to the client and user. It is critical that all your ideas are recorded so they can be referred to later, which will allow you to see how your ideas have progressed. You may, for example, produce electronic circuits on a piece of software, draw ideas on a sketchbook, or use a tablet to put together some ideas Strategies for generating ideas Here are some different strategies for starting your ideas, explained in detail below: * moodboards * SCAMPER * random shapes * frechand sketches © modelling. {A Sketchbooks can be used for recording ideas and developing designs.Moodboards {\ good starting point is to generate a mood or image board. This is a page of images relating t0 your product, its theme, intended users, and pon. You may have a theme, for example children's teaching aids, timing devices, sports merchandise. All three themes would have a ve different range of colours, users and locations. The collection of images will help stimulate ideas in terms of colour schemes and styling. In addition, to help you start generating ideas, you may want to think of generic themes such as nature and natural surroundings, geometric Shapes, work of past designers or design/art movements. This technique can get you started when you may have limited ideas initially, However, always relate this thinking or designing strategy to your problem and client requirements Mood board: ideas for a storage bow for childven'y toyy 4 A designer’s moodboard for an ideas generation task, showing childlike themes. It was used lo generate ideas for a storage box for children’s toys. Scamper This tool helps generate ideas by encouraging a focus on improving existing produets: S ~ Substitute ©~Combine A~Adapt M~ Modify P— Put to another use E — Eliminate R-~ Reverse Applying these actions to an existing product or idea can be very useful when developing or exploring an idea. See the SCAMPER diagram in unit 18:3 for further information 1:2 DESIGN IDEAS AND TECHNIQUESPRODUCT DESIGN Look at a product that is near to you right now. Sketch it on a piece of paper. Choose one of the SCAMPER strategies above to develop the product. Repeat the exercise for a range of SCAMPER strategies and see how your initial product could be developed. Random shapes When generating ideas, designers initially start with the overall shape or form of the item they are designing. They then start looking at the smaller aspects of the design. Ideas can be sketches, detailed views or renderings. Use the ‘Let your pencil co the walking’ technique for shapes, Draw random lines on a sheet q of paper. Pick out interesting shapes that could form the basis of a design, j <<1An example of rough lines that are highlighted to create interesting shapes. They can be used to form the basis of design Freehand sketches Initial freehand sketches are a great way of generating and recording initial design ideas. ge if) 2 fa ny reac nh), AGE ‘A Here, a student has used freehand sketches to put their design ideas, ‘onto paper and show the development of their ideas,You ean use a wide range of media and techniques to pre ideas. Media can include: @ pencils ¢ markers « ballpoint pens « felt tip pens © crayons « pastels # chalks « coloured/textured paper. This is a very creative and innovative part of the process and you should try a range of techniques. ‘There are many different techniques for illustrating your ideas © 2D and 3D sketches These are quick and are a good way to explore ideas. It is a good idea to use annotation to support your ideas and help explain your thinking. The annotation may include ideas for materials, manufacturing methods, finish of materials using colour and texture, ideas, and any thoughts relating to the brief, specification and user. * Rendering Ideas that are rendered (colour and texture added to reflect the final look of the product) are usually 3D and are more realistic They are completed by hand, or on a PC or tablet computer. There are many pieces of software and applications for doing Some popular ones in schools are AutoDesk® Fusion 360™, PTC Greo, formerly known as Pro/ENGINEER, and Sketch Up. This is known as computer-aided design (GAD). A.A 3D outline image of a lamp ‘AA camera rendered in 3D using CAD software Drawing techniques such as orthographic projection or working drawings are used to present ideas formally. They are usually to seale, have dimensions or sizes on them, and include details of mate: and finish ials 1-2 DESIGN IDEAS AND TECHNIQUESPRODUCT DESIGN Emo {4 3D design ideas turned into CAD drawings Modelling Modelling is another way of creating ideas. The manipulation of ‘soft materials into working models can be beneficial to see if the concept works. If developing an electronic or mechanical system such as an electronic scoring device, a systems approach to the ideas may be required to work out the product’s operation, as well as designing the overall casing to house the parts. See unit 1-6-2 for more information on this. ‘This system will probably need to be designed on a piece of software, but it could also be created by using existing circuit designs or mechanical systems and combining them to produce a solution that meets the brief ov deh d 100) vo 9. u t004e* ovee | __I 2 acct made fom deco ret mating stare it ove cups Signal ‘Signal Signal Signal va (A cca a> ce shapers soa rasan niet TECHNICAL VOCABULARY The use of words and terminology very important when trying to develop ideas and annotating them. Designers need to take ideas and discuss them ints and user groups and the descriptions necd to be correct. with cliWhen you are sketching, modelling or rendering to generate ideas it is important to constantly evaluate them against your design brief and specification, so that you can ensure you are designing what you are supposed to be designing, | CONSIDERING RESOURCES NEEDED TO HELP SOLVE PROBLEMS When designing and solving practical and technical problems, it’s important to use all available resources. Designers need to have a full understanding of the problem by gaining information from many sources. Refer to the mind map in unit I-14 which provides examples of resources that may help you when designing, BOYS ‘On an A4 piece of paper, produce a set of frechand sketches and annotate them for the following problem Your headteacher wishes to redesign the logos of the school house or team system, Come up with a range of ideas for merchandise and advertising, (Keep your work as you will need it again in unit 1-2-4.) "KNOWLEDGE CHECK - 1. Name three techniques to help you generate ideas. @) 2. Explain whiy itis important to record and keep the ideas you generate. 6) dimensions: the measurements of the size of an object, usually shown in mm orthographic projection: a two-dimensional drawing that represents a three-dimensional object, showing several elevations and dimensions rendering: adding line tone, colour and texture to a drawing to make it look realistic scale: the ratio between the size of something real and a model or drawing of it, that has either been enlarged or reduced 1.2 DESIGN IDEAS AND TECHNIQUES1-2-2 Use of media for mock-ups LEARNING OBJECTIVES By the end of this unit you should: 7 be able to use a variety of media and equipment to produce models and mock-ups ‘as a means of testing a solution. THE IMPORTANCE OF USING MEDIA FOR MOCK-UPS A very important part of the design process and development of ideas is creating whole and/or part models of their proposed solutions. Seale or life-size models can be made into 2D shapes or 3D forms. It is sometimes far easier to visualise and get a better understanding of a design with a model than with a drawing. Models allow testing of mechanical functions and evaluation of their form. They also allow you to think through construction techniques, size, proportion and materials as well as any assembly details, materials, finishes and additional components that may be added to the design, such as switches and bulbs. MATERIALS AND EQUIPMENT ‘A wide variety of media can be used in constructing mock-ups. Initial quick sketch models, made of simple soft materials, are a good starting point to see the shape or form of a design. Materials such as card and paper can all be easily cut and manipulated. More detailed models made from harder, more accurate materials such as Medium Density Fibreboard (MDP), can be made at a later stage to present to clients and team members and to also fully test concepts. Models may take the form of software or kit modelling for different projects, such as software modelling in electronics and mechanisms modelling with LEGO®. Some materials for modelling include: * paper * balsa wood | * card * clay ; * toothpicks * polymorph * corrugated card * foam board i © chopsticks * styrofoam * wire © suring, © drinking straws PRODUCT DESIGN {A Styrofoam models are cheap to make.Models can be made with basic tools. More sophisticated models using pret pnaterials can be made using workshop equipment and computer- aided manufacture (CAM), Useful equipment includes: « double-sided tape @ cutting mat e safety rule @ gluc gun/sticks @ masking tape cle cutter ‘Add modelling examples and their development to your portfolio and annotate them to help you explain the progress of your ideas, and also to evaluate them. Include written evaluations and attribute-analysis diagrams. This type of analysis looks at a number of points of the design and grades them on a scale. The analysis that is nearest to a circle indicates that the design has the best attributes against the given criteria, MODEL 1 mopet 2 ‘This model isnot very interesting. thas a simple and__‘The design of his model isnot very engaging basi shape, There eno opening forte wie, Te improve, the front design vil be re-worked to make it al the lamp to come out more modern and appealing, There are openings at he side Of the design, to alow the wire ofthe lamp fo come trough, is Aesthetics Aesthetics 4 Durability 4.8 Function Durability % Function ‘Appeal to epee 5s Flat pack ‘Appeal 10 5, Flat pack ‘A Using attribute analysis and star diagrams, such as above, isa useful way of evaluating a products success 1/2 DESIGN IDEAS AND TECHNIQUESCOMPUTER-AIDED DESIGN (CAD) MODELS Computer models are a very quick and easy way of developing a three-dimensional form of a design. Software allows designers to create models quickly and also gives them the opportunity to change, refine and develop concept ideas easily. Sophisticated software allows designs to be rendered, shaded, textures added, modified and viewed from all angles. With rapid prototyping/3D printing, CAD models can be printed relatively quickly to produce high quality models and working components using computer-aided manufacture (CAM). This will be covered in more detail in unit 1-6, ‘A GAD drawings can show a range of edges CONSTRUCTION KITS Construction kits such as LEGO®, which have a range of parts to assemble into various designs, are extremely valuable for modelling. Kits can be used as a method of quickly creating models and also to test mechanical features of a design. Electronic kits can also be an easy option for testing any additional detailing in a design, such as basic wiring. ‘A Electronic kit ALEGO® kit PRODUCT DESIGN Search for videos on the internet with keywords such as ‘product design modelling’ and view the range of ways simple and complex models are made.Modelling is an extremely important aspeet of developing designs. Do not be afraid to nuke many models to ensure you have thought through your design and how it is going to be made. If possible make full-scale models to really appreciate what you are designing Make quick models for concept ideas and development. Make more detailed, permanent models for sharing your ideas with clients and peers for evaluation and critique: Remember these models are prototypes and not the final product. Design a chair. Make a simple model from a single AS sheet of paper. KNOWLEDGE CHECK 4.Name a material that is commonly used in car design to model the initial shape of 'e vehicle. State why you think the material is used 2) 2. school stationery shop wishes to sell a range of common stationery as promotional set for your school. Outline a method of producing a prototype of your solution, (4) ife-size model: a model that is the same size of the intended outcome polymorph: a smart material that can be heated in water to 62 degrees and shaped. Once cooled it can be worked like a traditional material, with the advantage that it can be reheated and reshaped. scale model: a model that is proportional in size to the final outcome sketch model or mock-up: a quick, simple model of a design 1-2 DESIGN IDEAS AND TECHNIQUESTraffic lights igual way of understanding and reviewing hr part of the design criteria. With this tray the criteria are coloured red, amber/yellow or “This is av progress of eac stra green. ¢ Green = go © Amber/Yellow = working but needs developing # Red = stop Salety Cost Star diagrams with specific criteria Star diagrams are useful when you have a range of criteria and wish to judge and then give an overall evaluation of the product. Each criteria is sealed with the larger number on the outside indicating a positive result. All the points are joined. A good runction result would have all the lines on the outer edge of ? the star. Any lines not on the outer edge need to be addressed in the design. Performance Environment Aesthetics Quality’ Ergonomics All the strategies mentioned here are good for evaluating ideas ~ they are visual and helpful for presentation However, they may not explain the design thinking. Remember that design strategies need to be supported by clear explanations about the juilgements being made ers are developi igners could be creating Designers need to be very good at evaluation. In industry, desig >roducts for markets, not for themselves! This often means de F products that they do not like. When taking part in design activities as part of your studies, it is important to choose a theme and topic that you are interested in and will be fully engaged in over the duration of the project. If the theme is given to you, develop it to suit your interests BORG Look closely at a product you are familiar with, Explain how you would test and evaluate the product. Why should evaluation take place at all stages of the designing process? 1.2 DESIGN IDEAS AND TECHNIQUESPRODUCT DESIGN 1-2-4 Communicating design ideas LEARNING OBJECTIVES By the end of this unit you should: 7 be aware of a range of methods for communicating design ideas. METHODS OF COMMUNICATING IDEAS At this stage of the process designers usually have an idea of what they are going to make. The way they communicate these ideas to the client and users is important, so they have a clear understanding of the designer's thinking and solutions. When communicating, it helps to think about these questions © Why is the communication needed * Who is the communication aimed at? © What method/type of communication would be most effective? © What additional information needs to be communicated? * What changes or decisions need to be communicated? ‘* What positive or negative points need to be communicated? © What reasons for decisions and changes need to be communicated? Communication can take many forms. The one you choose will depend on what you are trying to communicate, but some useful forms are: Rough sketches © models made from a variety of materials © written explanations and annotations to support sketches © mathematical representations (graphs, charts) For example, if you are discussing possible solutions with a user at an early stage, rough sketches may be most suitable with annotation to explain your design thinking. If you wish to explain to the client how a A freehand pencil skech mechanical function may work in a design, a model may be more suitable. If you wish to convey the materials and finish of a design then a rendered and shaded sketch or CAD drawing may be most suitable. When ideas start to take shape, more formal techniques can be used to make the drawings clearer and more realistic. * Isometric drawings ‘These a 3D images that look realistic, such as the toaster below:« Perspective drawings / re 3D images where the horizon can be changed for different These a Jow is a perspective drawing of a torch: views. Be Exploded views Exploded views are drawings that show all of the separate parts of an assembly and how they would link together, such as the computer mouse below: oe Cage . All of these methods should usually show the materials to be used farious media can be used for this: crayons, markers, pastels, coloured pencils, watercolours, and so on. Often CAD drawings and computer software are used When communicating with clients or peers, the use of written explanations and notes can also be very important in supporting your id Using technical vocabulary is very important for clarity and precision. Working drawings - 2D drawings When using drawings for manufacture a di gner will use working drawings. This could include a drawing that shows the completed product and also sub-assembly drawings. Working drawings all have accurate dimensions, materials and tolerances to enable the manufacture of the product 1.2 DESIGN IDEAS AND TECHNIQUESPRODUCT DESIGN PRESENTATION BOARD A presentation board is a great way of putting together a combination of ideas and solutions on one page. It allows the client to see the design in different formats to aid understanding. The board may include models, hand-drawn ideas, computer-generated ideas, and written explanations. It is simply a collection of design work that has been created and put in one place ep sur vents ¢fSno) T iseuegeonve ON TOP ores] | Hettee-| r lo. { AeRMUE. TOP CORNED, Ae srancess: => uci Surtor Trish Corot nee Gon ac DESN] — 1200, Back ‘A presentation board for a lampUsing your sketches from th Skills Activity in unit 1-2-1, develop using a broader range of presentation and modelling techniques to produce a presentation board that could be used to present to a client ‘A reminder of the problem is below A3 portfolio sample layout Far idea This isnot feed and cam be erated y you as designer! Sketches of idea 5D concept model of idea Your headteacher wishes to redesign the logos for school sports teams Come up with a range of ideas for merchandise and advertising Reen anecuns Supporting formation Contact details The template opposite can be used as a guide for your presentation board. 1-2 DESIGN IDEAS AND TECHNIQUESPRODUCT DESIGN 1-3 Making 1-3-1 Selection and organisation LEARNING OBJECTIVES By the end of this unit you should: +7 be able to select and develop a solution based on time, cost, skill and resources 7 understand that making needs to be planned and organised in detail CHOOSING THE FINAL SOLUTION Once the final proposal has been evaluated against the specification, meets the clients’ and users’ needs, and has been developed, itis time to think about manufacture. Design ideas may have been modelled at this stage using CAD software and by making sketch models out of some sort of material to get a scaled version of the design. 3D prototyping may have also been attempted (CAM), However, experimentation with the final materials that the product is to be made from may not yet have been attempted MATERIALS SELECTION During the development stage, final materials are often chosen for their properties: finish (aesthetics), costs, availability, and whether machines and equipment are available to make the pieces required in the design Other components such as fixtures and fittings may also need to be sourced and costed to ensure the product meets its target price. In addition, having the skills to manufacture the specific parts is essential ‘Testing and combining the materials chosen with all the extra components, in terms of joining methods, finishes and shaping methods, is a great way of determining if the material choices, processes and skills, are the right ones. If the material and component, combinations do not fit well together, the product can be developed further to ensure the components are suitable for the job they are intended. MATERIALS TESTING Ac this stage, designers may test materials to establish if they are fit for purpose, that is, that they do the job they are supposed to do. There is a range of scientific testing, including: * density test # heat/melting point test * tensile test izod impact test * conductivity/insulation test * hardness testrch these material testing terms and explain how the useful for materials selection in your design work Res! tests may be sible to carry out simplified materials tests in a } It is po c tools and test rigs. } workshop with some ba In addition to hard materials testing, designers may check the suitability of electronic components, mechanical components and graphics-based materials. In an industrial context this m | he completed through software. In school, you ean also do this with appropriate construction kits. MATERIALS AND CUTTING LIST \ major part of planning the making and manufacturing activity is to list all materials and components that make up the design. 4 jesile testing taking place in This is a useful document to work from. a commercial esting rig to measure the amount of Stretching the material can take before breaking Materials list Length | Width Thickness i Manat 5 Name jaterial © Quantity | en (mm) | (mm) Front-base Acrylic 1 275 200 3 Primary funetion Acvlic 1 - 88 separator y Seconda mien hanniy Acrylic 1 104 100 3 separator | Back Acrylic 1 275 103 3 Cover Acrylic 1 222 85 3 Side Meranti 1 985 100 10 7 t Side template Acrylic 1 95 100 3 4 An example materials lst PLANNING FOR MANUFACTURE Once materials, processes and additional components have been selected and proven to work together, the designer will plan for manufacture. To do this efficiently, designers will carefully consider and plan each step of the process to ensure everything is completed in number of ways to do this and the consideration. 13 MAKING the correct order. There are a following examples are given forResearch these material testing terms and explain how the individual fests may be uselul for materials selection in your design work. ggsible to carry out simplified materials tests in a It is po h some basic tools and test rigs workshop In addition to hard materials testing, designers may check the suitability of electronic components, mechanical components nd graphics-based materials. [n an industrial context this may be completed through software. In school, you can also do this with appropriate construction kits MATERIALS AND CUTTING LIST A major part of planning the making and manufacturing activity is to list all materials and components that make up the design. tense testing taking place in This is a useful document to work from. 8 commer testing ng 10 measure the amount of Stretching the material can tke before breaking Materials list Length = Width Thickness — Name Material | Quantity eve Gam) Gant ” Pront-base i Acrylic | 1 275 20003 Primary funetion | Acrylic 127 100 3 separator Secondaryfimction | gcse 1 log 100 3 separator | | Back Acrylic 1275108 | 3 Cover | Acrylic 1 2a 85 3 Side Meranti 95100 io Side templace Aegie [| 1 95100 3 A An example materials lst PLANNING FOR MANUFACTURE Once materials, processes and additional components have been selected and proven to work together, the designer will plan for manufacture. To do this efficiently, designers will carefully consider and plan each step of the process to ensure everything is completed in the correct order. There are a number of ways to do this and the following examples are given for consideration 13 MAKINGPRODUCT DESIGN Flowcharts A flowchart works logically through a sequence of operations, such as each step of the making activity. Each instruction is in a rectangular box and decisions (which can be quality and safety checks) are in diamond-shaped boxes. The start and end of a sequence is in a terminal (start and stop) point. ‘Are the acrylic pieces of the correct size and shape? =} Temina —No- ——> Arrow connectors ‘Are the four flaps of the correct size and angle? An example of a flow chart Manufacturing plan ‘A manufacturing plan ean be more detailed than a flowchart. Iti usually presented in a table. Instructions for each stage of manufacture are listed such as marking out, cutting, wasting, finishing, fitting, assembly and testing. In addition, associated quality control checks, time allocation, health and safety considerations, and tooling/machinery are listed to make a comprehensive plan. The following is an example of a manufacturing plan and possible headings that you might includeice ‘Tools’ Quality [Quality |Health and [Time | Comments | Machines check safety (risk | “needed eee scene F-Check that the Ruler Inspect the All the Gloves for | 15 minutes Ensure all materials used for “materials to materials sharp edges materials are the la 1 jessy oe ald ba cvlabe >roduction have is no damage | consister before the amount ‘that would quality Clean area to manufacturing | needed — laser ply, decrease the Check for | #v0id any stats, | acrylic rod, acstheties blemishes, | damage to threaded bar, nuts, and funetion. scratches, "™aterials or polypropylene. Double check chips and | !ip hazards Check against the that there are marks. materials list enough | Good storage materials, | s SEQUENTIAL INSTRUCTIONS Sequential instructions are clear drawings (usually with minimal text) that clearly demonstrate the steps in making something or putting something together. Many companies use them for products purchased in flatpack or kit form to be assembled at home. Companies such as LEGO®, Airfix and IKEA produce detailed and clear guides to aid assembly. ‘The advantage of this type of instruction is that they are multinational as there is no use of language. Tnstwctions. How: to make a paper boat 14, An example of sequential instructions for making a paper boat Each step is clearly numbered. 1.3 MAKINGPRODUCT DESIGN ‘This stage of making is critical: the person making the product needs to have a clear understanding of all materials, equipment, processes, testing and checking that should take place to make the product. Take time to give careful consideration to this stage MUS Brushing your teeth is a function you carry out every morning and evening, Produce a flow chart that plans each step of this simple activity. KNOWLEDGE CHECK 1. Name five things to consider when making your material selection (5) 2. List five types of fixtures and fittings you may include in a design. 6) Costs: the amount of money needed to manufacture a product, including materials, tooling and labour fas ities: the equipment, processes and machines available to be used in the design or manufacture of a product fixtures and fittings: standard components used to assemble a product that have been purchased rather than specially manufactured flowchart: diagram showing a sequence of operations in a process or work flow skills: the abilities of the workforce or designer that need special training or expertise4-3-2 Implementation and realisation [EARNING OBJECTIVES By the end ofthis unit you should '/ be able to demonstrate the correct procedures in preparation for making 7 be able to draw accurately, mark out and test 7 be able ta select appropriate methods for manipulating a variety of materials PROCEDURES AND MAKING PREPARATION At this stage of the designing process a solution to the problem has been found and the client and users are happy with the design. The hnext stage is to prepare for production. The drawings and research that have already taken place will be the foundation for this stage. MARKING OUT Marking out is where the raw materials are drawn on to mark out the sizes from the drawings in preparation for cutting, When a piece of material has been prepared from a cutting list, it always advisable to check that the sizes are correct (quality control). The material is then ready to mark out in preparation for machining, shaping, cutting, and so on. A datum needs to be prepared. This is an accurate line where all measurements will be taken from. reference (DATUM) surface 2 60 reference (DATUM) surface 1 ‘4 An example of datum faces on an orthographic drawing Tools for marking out On the next page is a table of common marking out tools in a basic workshop situation. When marking out, it is important to take your time, do it very accurately and check against your orthographic drawings. Making mistakes here could mean materials are wasted, which can cost valuable time and money. Always ensure: @ that sharp marking out tools are available * that marking out guides are placed accurately on materials, © that you check for accuracy against the drawings. 13 MAKINGTool | Paper/eard Wood Metal | Plastic Pencil v fv | x | Markingknife | v | wv | «* | wv | ber x rr | = Markinggauge = C‘RSCSC‘i SSS = Odd leg calipers | x x vo Crayon v [ * | « v -Tisquare 7 TT | Engineer's square * v v Compass v | : x 7 ‘Templates | yo | v v Engineer's ruler v o v Sliding bevel | v v vy | TOP TIP When marking out, follow the saying: ‘cheek twice, cut on Mark out your work, double check against the drawing ~ perhaps even have someone else check as well ~ then cut SELECTING APPROPRIATE PROCESSES FOR MAKING ‘The products all around us are made from a huge variety of materials ‘These materials are cut, shaped, formed, joined, fitted together, finished and tested, once again, by a large variety of machines and equipment. Many of the processes available in industry will not be available in your school. However, having an awareness of industrial practic important so that you appreciate commercial techniques. If a product successful and goes into production, there will be many copies made, | and knowing the machines that can do this quickly and cheaply is important. processes. You will find more information in the relevant sections on Here is a table that loosely categorises materials with industrial Graphic Products, Systems and Control and Resistant Materials PRODUCT DESIGNPaper and card Electronics Wood Plastics Metals Laser cutting v x v v v Planing x x | vo x Laser cutti | v v v v v Shearing [Tv | v x » |v Die cut ov x x x x | Sawing % x oy ytv | Abrading ke v 7 7 ‘Taming x » |v z y i. Milling x sooo [ |aoing TT UT Tw E | * * |v 7 | ¥ Laminating vy y t[vlwilv " Painting: = oil based v x v x a =solvent based) * x ovo ky — water o* x v x ov ishing x x vow | Powder coating | * x x * |v Forming Vacuum forming * x x y | * Line bending x x x v x Injection | | | _ Moulding moulding « x x v x Blow moulding ® x x vy | Rotational moulding x x « vi o® Extrusion x x x 7 7 aire —p—— moulding * x x vo 1.3 MAKING~ Paper a and card Electronics Wood Plastics | Metals Adhesives: a Joining - solvent x « x ov x — superglue Yo v v v —PVA x KY x x i ienegaie| “ |